Capacidade, dotação, talento, habilidades: uma sondagem da conceituação pelo ideário dos educadores
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Data
2012-03-01
Autores
Guenther, Zenita Cunha
Rondini, Carina Alexandra [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Minas Gerais (UFMG), Faculdade de Educação
Resumo
Embora o escopo deste trabalho seja de origem teórica, relata um estudo exploratório que busca situar a base de conceituação em Educação Especial para alunos Dotados e Talentosos, no Brasil, captando as definições compreendidas por profissionais da educação pela sondagem de sua opinião sobre que termos e expressões são usados, com que significados e em que situações. Os sujeitos incluíam 80 educadores interessados ou envolvidos na área (Grupo A) e 107 professores da rede pública no interior de São Paulo (Grupo B). Há poucas diferenças de opinião entre os sujeitos, nos dois grupos, com algumas exceções, principalente em questões relacionadas a nível de conhecimento e familiaridade com referencial teórico. Ambos os grupos indicam conceituação confusa, notadamente para os termos oficiais, superdotação e altas-habilidades; a maior carga de rejeição e exploração na mídia é alocada a superdotação. Os conceitos alta capacidade, alto desempenho e dotação são definidos em consonância com o referencial básico, que diferencia capacidade natural de capacidade adquirida; Talento reflete a ambiguidade encontrada na área, referindo-se, ao mesmo tempo, a capacidade natural e capacidade adquirida.
The present study, while arising from a theoretical basis, is nonetheless, an exploratory study that attempts to identify the Basic Concepts of Special Education for is gifted and talented students of Brazil. The definitions and notions understood by the subjects, all professionals in the field of education, are captured by probing them, about their opinions on which terms and expressions are commonly used, with which meanings, and in which specific settings. The sample is comprised of 80 educators studying or involved within the area, (Group A), and 107 regular school teachers from a state school system in São Paulo State (Group B). Very few differences of opinion are registered between the two groups, save a few exceptions, mainly in relation to a knowledge of, and familiarity with, the theoretical framework. Both groups indicate conceptual confusion, in particular with the following official terms: super-giftedness and highly-skilled, with the largest rejection load (erroneous understanding) and also the highest media exploitation being allocated to the term, super-gifted. The concepts high ability, high performance and giftedness are defined according to the theoretical framework which differentiates natural ability from acquired ability; The word talent reflects the ambiguity encountered in the area, being referred to, at the same time, as natural ability and also as acquired ability.
The present study, while arising from a theoretical basis, is nonetheless, an exploratory study that attempts to identify the Basic Concepts of Special Education for is gifted and talented students of Brazil. The definitions and notions understood by the subjects, all professionals in the field of education, are captured by probing them, about their opinions on which terms and expressions are commonly used, with which meanings, and in which specific settings. The sample is comprised of 80 educators studying or involved within the area, (Group A), and 107 regular school teachers from a state school system in São Paulo State (Group B). Very few differences of opinion are registered between the two groups, save a few exceptions, mainly in relation to a knowledge of, and familiarity with, the theoretical framework. Both groups indicate conceptual confusion, in particular with the following official terms: super-giftedness and highly-skilled, with the largest rejection load (erroneous understanding) and also the highest media exploitation being allocated to the term, super-gifted. The concepts high ability, high performance and giftedness are defined according to the theoretical framework which differentiates natural ability from acquired ability; The word talent reflects the ambiguity encountered in the area, being referred to, at the same time, as natural ability and also as acquired ability.
Descrição
Palavras-chave
Dotação, Talento, Superdotação, Altas Habilidades, Giftedness, Talent, Super-giftedness, Highly Skilled
Como citar
Educação em Revista. Faculdade de Educação da Universidade Federal de Minas Gerais, v. 28, n. 1, p. 237-266, 2012.